FACILITATOR GUIDE

SAQA ID: - 8964

WRITE FOR A DEFINED CONTEXT

Facilitator Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any
annexures thereto, is protected and expressly reserved. No part of this document
may be reproduced, stored in a retrievable system, or transmitted, in any form or
by any means, electronic, mechanical, photocopying, recording or otherwise
without the prior permission.

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Facilitator Guide Introduction
About the This Facilitator Guide provides a comprehensive overview of
Facilitator Guide… Write/present for a defined context, and forms part of a series of
Facilitator Guides that have been developed . The series of
Facilitator Guides are conceptualized in modular’s format, in
accordance with the Learner Guides. This guide has been
designed and developed to assist you in effectively and
efficiently prepare and implement your various training
interventions.

Purpose The purpose of this Facilitator Guide is to assist facilitators in

delivering training sessions, related to. The Guide also provides
information on facilitation methodologies and strategies to be
adopted during training sessions.
US No US Title Level Credit

8964 Write/present for a defined context 2 5

Objectives • To understand the facilitation methodology and strategy
to be adopted for this learning program

• To provide the necessary learner support and guidance

during the training session

Outcomes • Write/sign for a specific purpose, audience and context

• Use grammatical structures and writing/signing
conventions to produce coherent and cohesive texts for
specific contexts
• Adapt language to suit context
• Draft and edit own writing/signing.
Facilitation The programme is very practical and aims to provide practical
Methodology tools and skills for adult learners. The methodology should ensure
that:
• The learning environment is physically and
psychologically comfortable.
 • Contact training periods are short and varied to avoid
boredom.
• Learner expectations are articulated and clarified and
managed by the learner and facilitator.
• The experience of participants is acknowledged and
drawn on in the learning programme.
• Facilitation, rather than teaching, is used to allow
participants to participate fully.
• The facilitator balances the presentation of new material,
debate and discussion in such a way that the outcomes
of the module are met, while ensuring that all participants
are valued and are able to contribute to the learning
process.
• The learning will be problem-oriented, personalized and
accepting of participants’ needs for self-direction and
personal responsibility.
• The module presented in a way that allows a participant
to participate fully in the language of their choice.
• The facilitation process accommodates participants who
may not be literate, or who are not literate in English.
The contact session uses a participatory methodology. This is
appropriate for adult audiences who come with a wide range
of experiences and skills. It also accommodates a broader range
of learning styles. Some techniques that can be used include:
Method Description
Structured learning experience Participants engage with a
complex game or activities that
represent real-life situations that
they may encounter in the
course of their work as a Ward
Committee member.

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Case study This is a realistic story or real-life
situation that has taken place, in
which participants need to apply
their knowledge and skills to
practice how they can deal with
the issues presented.
Group work Participants work on tasks in their
groups and report their findings
back to plenary.
Lecture The facilitator presents a short
talk (maximum of 10 minutes) to
introduce a new subject, to
provide details, or to wrap up a
session.
Discussion This is a free exchange of ideas or
experiences on a particular
topic. It may be between the
facilitator and the participants or
between the participants.
Brainstorming Participants generate a number
of ideas on a particular subject
or question. It may be used to
gather different opinions or to
find out what participants know
about a particular topic.
Role-play Participants are asked to act out
a scenario where each
participant plays a particular
role. A role-play may be used to
illustrate how people respond in
different situations.
Panel discussion This is a planned presentation by
one or more experts. It may be
followed by a discussion session
or a round of questions.

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Resources • White board and/or Flipcharts

• Laptop & Data Projector (not compulsory)

• Facilitator & Learner Guide

• Learner Workbook

• Appendices (attached to learner guide)

Time Contact/ Facilitation Days 8 days

Theory 17 Hrs

Practical 39 Hrs

Assessments 2 Hrs

Workplace Application Days 17 Days

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Facilitator’s Checklist & Training Aids

Learner support strategies:

Learners are supplied with all resources and aids as required by the program –
including:

✓ Objects & devices such as equipment, protective clothing, and

safety gear, etc.

✓ Learner Guides and Learner Workbook

✓ Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the
equipment, documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the

content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the

content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the

content to enable me to facilitate with ease

Application knowledge – I understand the programme

matrix & have prepared for programme delivery accordingly

Contextualisation – I have included information which is

specific to the commodity and practices related to the
commodity
Ability to respond to learners background & experience –
I have studied the learner demographics, age group,
experience & circumstances & prepared for programme
delivery accordingly

Enthusiasm & Commitment – I am passionate about my

subject & have prepared my programme delivery to create
a motivating environment with real commitment to success

Enterprise knowledge – I know & understand the values,

ethics, vision & mission of the workplace & have prepared
my programme delivery, reporting & administrative tasks
accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant

documents

Safety gear as prescribed by unit standard and applicable

legislation

Documentation checklist:

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Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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Learning Program Time Frames

Total time Theoretical Practical learning Activities

allocated learning time time allocated to be
(hours) allocated (hours) (hours) completed

Complete 200 hours 60 hours 140 hours

Program
(including
summative
assessment)

Learner 1 hour 30 minutes 30 minutes

Orientation and
“Ice Breaker”

Purpose, 1 hour 30 minutes 30 minutes

Introduction
and Learner
Directions

Write/present 50 hours 15 hours 35 hours

for a defined
context

Preparation for 0.5 - - -

Assessment &
revision
 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome of the
learning units with learners and emphasize the assessment process.

Topics Time Remarks

• Ice Breaker 15 min Please refer to Learner

Guide and Assessment
• Course expectations Guide for details.

• Assessment Criteria 10 min

• Learner’s Responsibilities
5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid disturbance
during the session

Topics Time Remarks

• Learning Units estimated time 10 Min Write down the training

session ground rules and
• Ethical behavior keep them posted in the
classroom for the duration
• Cellular phones – (off/silent) of the session.
• Breaks – (tea, lunch….)

• Etc…

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 LEARNING UNIT 1:
WRITE/PRESENT FOR A DEFINED CONTEXT

UNIT STANDARD ID: 8964

Day 1: Session 1

Discuss the Learning Outcomes introduction with the learners

Topics Time Remarks

• Write/sign for a specific 8 hrs Ensure that all learners

audience, purpose and participate in the discussion
context. by asking them relevant
• Use grammatical structures questions.
and writing/signing
Ensure that learners complete
conventions to produce
the activity in their learner
coherent and cohesive texts
workbooks.
for specific contexts.

LEARNING UNIT 1:
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WRITE/PRESENT FOR A DEFINED CONTEXT

UNIT STANDARD ID: 8964

Day 2: Session 2

Discuss the Learning Outcomes introduction with the learners

Topics Time Remarks

• Adapt language to suit 8 hrs Ensure that all learners

context. participate in the discussion
• Draft and edit own by asking them relevant
writing/signing. questions.

Ensure that learners complete

the activity in their learner
workbooks.

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 WORKBOOK MEMORANDA
WRITE/PRESENT FOR A DEFINED CONTEXT
UNIT STANDARD NUMBER : 8964
LEVEL ON THE NQF : 2
CREDITS : 5
FIELD : Communication Studies and Language
SUB FIELD : Language
Answer the following question in the space provided below.

Question Question Description Mark

1 List any five (5) forms of written communication 5

Reports
Letters
Faxes
Memos
E-mail
Question Question Description Mark

2 What do you need to consider when preparing any sort of communication? 9

PREPARING THE COMMUNICATION

There are three things to consider when preparing and sending out written communication.
1. The purpose of the communication
Before putting pen to paper, you must think about why you need to communicate? What do you
want to say and who do you want to say it to? Answering these questions will help you to determine
which form of written communication (format) to use.
For example, if you want to tell your friend about a wedding that you attended, you can send her a
letter.
If some information was urgently required by one of your colleagues at another office, you could fax
or e-mail it to him / her.
If you want to propose the launch of a new product, a multi-media presentation to stakeholders will
be appropriate.
The purpose of the communication will also determine the way in which it is written.
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Depending on the purpose, a communication can be:
- written in the first person voice. (“I went to the market” or “I spoke to Tom”).
- written in the third person voice (‘this happened to Peter”. “It is recommended….”
rather than “I recommend….”
- subjective (reflecting the opinions of the writer)

- objective (focus is on facts, not opinion)

- reflective (relating past events, experienced by the author, usually subjective)
- narrative (relating a story)
- scientific (technical)
2. The Audience
Think about who is going to read this communication. Writing a letter to a friend is not the same as
writing a letter to your manager. A letter written to a friend will be informal, friendly and may contain
words not used in professional communication, for example, slang. A letter written to your manager
will be formal, professional and should include proper grammar and vocabulary.
• Use the correct tone. This is the attitude or feeling being expressed in the writing, e.g. a sympathetic
or congratulatory tone.
• Use the correct Style. This refers to the formal or informal way the message is being written.
• Use the correct register. This is the particular style and type of language that is used in different
situations. You will have to choose between using common or sophisticated language.
• Use the appropriate vocabulary. As mentioned above, the words you use to communicate with a
friend are different to the words used to communicate with someone in business.
Do not use slang, swear words or cliché’s in professional communication. There is also no need for
lengthy or complicated words. Use words that are short, concise and which will clearly explain your
message/request to the recipient/audience.
Obfuscation and jargon should also be avoided.
Obfuscation refers to concealing the meaning of a communication by making it more confusing and
harder to interpret.
If you want your audience / recipient to understand your message and what you require, you should
explain this in your communication clearly and concisely. Confusing the audience/ recipient will make
your communication useless.
As mentioned in the previous section, jargon is the specialised or technical language of a particular
trade, profession, or group. You should not use jargon in your communication, if the recipient does not
belong to that particular field/group and will not understand it.
Be Sensitive. The person who reads your communication has his / her own value system, beliefs and
culture. In South Africa especially, our society is made up of people from different backgrounds. This
needs to be borne in mind when preparing written communication. For example, there may be some

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words or phrases that one culture may find offensive, but the other culture may not.
Another example, is the circulation of office e-mails. Many e-mails containing jokes are passed on from
colleague to colleague. Whilst the content of these e-mails may seem humorous to you, they may not
be humorous to someone else. If a joke contained a racist remark and a recipient takes offence, it
could hurt the person concerned and cause bad working relations in the office.
Remember, communication, especially business communication has a purpose. Even if you do not
particularly like the recipient (audience), focus on the purpose, not the person. Insulting someone will
not get the job done.
3. Preparing, Editing and Correcting the Document
As mentioned above, the purpose of the communication will determine which format to use. Each of
these formats has specific layouts that need to be adhered to.
Think about and source the information required for the communication. This will depend on the
purpose of the communication - some communication may not require research at all.
For example, if you want to acknowledge receipt of someone’s e-mail, you will just e-mail them back
and state that you received their communication. There is no research involved in this case.
However, other types of communication may require extensive research and critical thinking on the
topic, like reports.
Question Question Description Mark

3 What is the difference between a non-formal and a business type of 5

communication writing?

The must clearly differentiate between the two.

Question Question Description Mark

4 Write down a list of the things that you will need to do to be able to put 10
forward a good report to senior management

The learner must list reasonable and considerable list of meaningful things to consider when writing a
report to the senior management.s

Question Question Description Mark

5 The Brainstorming process is as follows….. 10

List all the process steps.

The Brainstorming process is as follows:

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1. In a small or large group select a leader and a recorder (they may be the same person).
2. Define the problem or idea to be brainstormed. Make sure everyone is clear on the topic being
explored.
3. Set up the rules for the session. They should include
o letting the leader have control.
o allowing everyone to contribute.
o ensuring that no one will insult, demean, or evaluate another participant or his/ her response.
o stating that no answer is wrong.
o recording each answer unless it is a repeat.
o setting a time limit and stopping when that time is up.
4. Start the brainstorming. Each team member can have a turn to provide his / her input. This is called
the “round robin format”. Another way, is to allow all team members to shout out their ideas as and
when they think about them. They do not take turns to provide input. This is called the “freewheeling
format”. The leader must encourage everyone to participate.
Question Question Description Mark

6 Do you think that brainstorming in a group always works? State Yes or No 10

and provide reasons for your answer.

The learner must give good reasons to their answers

Question Question Description Mark

7 Demonstrate knowledge of constructing a mind map. 5

Mind-Mapping
Developed Created by Tony Buzan in the late 1960’s, a Mind Map is a graphic technique for
representing ideas, using words, images, symbols and colour.
Mind Maps
▪ summarise information
▪ consolidate information from different research sources
▪ assist to think through complex problems
▪ present information that shows the overall structure of an idea / subject.

Thus, mind-mapping can be used for:

• Teaching and giving presentations
• Creative thought and problem solving
• Writing
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• Web site design
• Planning
• Note-taking – assists with memory and learning
• Dialogue and group works
• Making decisions
• Design

Question Question Description Mark

8 Define basic research. 3

BASIC RESEARCH
Research is defined as the collection of information on a specific topic and the use of that information
for a specific purpose. In order to get information so that you can learn a specific topic, so you might
have to do some basic research. The information obtained as a result of this research should be useful
for you to learn from it should also be available to others if necessary.
Research will help to identify and solve problems so that you can make responsible decisions. In some
cases one person will be responsible for doing research, especially if the research is required as part
of your personal learning. In other cases you might have to work in a group, or with other organisations
or the community, to get research results. In each case, the research will mean collecting, analysing,
organising and critically evaluating information.
Question Question Description Mark

9 Write down the format of writing up a research report. 10

THE RESEARCH REPORT

In general, a research report is done according to the following format:
• Cover page with research title and name of author/s
• Table of contents
• Preface
• List of acronyms and abbreviations
• Lists of tables and figures
• Executive summary
• Introduction
• Body of report – in numbered sections covering different aspects of the research
• Bibliography / list of references

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• Appendices, including examples of questionnaires

Question Question Description Mark

10 Demonstrate knowledge of the Creative Writing process 10

The Creative Writing Process

1. Choose the topic
Brainstorming allows you the freedom to put several possibilities that interest you on a page and
consider which one is the most suitable. If more than one person is participating in this selection process
with you, keep the rules of brainstorming in mind.
For example, assume you have been given the following topics:
1. My Experiences at the Labour Centre
2. Unemployment in South Africa
3. Facilities for Physically Disabled People at the Labour Centre.
Careful consideration must be given to each of these topics. Some will hold more interest than others.
It is sometimes easy to choose a topic because you have access to a good source of information on
that topic.
When you have made your choice, make a note of the topic you have chosen and the reason for
choosing it, for example:
“I chose “My Experiences at The Labour Centre”. Since I went through these experiences myself, I have
first hand information that I can use.”
2. Use a mind-map
A mind-map can assist you to organise your essay. Start with a large circle in the centre of a page and
write down your topic in that circle. Then decide on a point to discuss/topic for one of your
paragraphs.
Put the paragraph topic in another circle. Statements radiating from that circle will eventually form
your paragraph. At this stage, they are all in point form, but will be “fleshed” out later.
Use this process and add more paragraph topics.

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 Meeting different people

Helping the community

Gaining lots of work

Highlight experience

s
My Challenge
EXPERIENCES at s
the labour centre

3. Prepare an outline
Write down your paragraph topic with all the related points underneath. Arrange the paragraphs in
order. Remember, as mentioned above in “Preparing the Document”, paragraphs must be placed in
a logical order and connect to each other.
4. Revision
Look at all the points you have placed under each paragraph topic. Flesh them out into sentences.
Look at all the sentences and see if they make sense. Delete or relocate the sentences that do not
belong under that paragraph point.
5. The First Draft
Use your revised outline as a guide when preparing your first draft. Flesh out your sentences and write
them out in a different, more interesting way. This is the time to use adjectives, rhetorical devices, good
vocabulary, etc. However, you must ensure that your use of these devices must be appropriate.
6. Edit and make corrections
Check spelling and grammar. Ensure that the text is fluent and the message is clear and coherent.
You may need to go back and change a few sentences or paragraphs.
It will be a good idea to let someone else read and correct your work for you.
7. Use references
If you have used someone else’s words or ideas in your work, it is important to give that person credit.
If you use someone else’s work and do not mention it, it amounts to plagiarism (stealing another's
work). This is the way in which you reference:

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Name of book:

Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

Article from a reference book

"article." Reference book. year edition

A web site

N.B. It is necessary to list your date of access because web postings are often
updated and information available at one date may no longer be available later.
Be sure to include the complete address for the site and the author’s name.

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